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Exploring teachers‘ pedagogical content knowledge for teaching length estimation. / Huang, Hsing-Mei Edith; Hoth, Jessica; Chang, Wan-Shin et al.
Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J). ed. / Claudia Cornejo; Patricio Felmer; David M. Gomez; Pablo Dartnell; Paulina Araya; Armando Peri; Valeria Randolph. Santiago: Universidad de Chile, 2025. p. 403-410 (PME proceedings).
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
Harvard
Huang, H-ME, Hoth, J, Chang, W-S, Heinze, A
& Ruwisch, S 2025,
Exploring teachers‘ pedagogical content knowledge for teaching length estimation. in C Cornejo, P Felmer, DM Gomez, P Dartnell, P Araya, A Peri & V Randolph (eds),
Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J). PME proceedings, Universidad de Chile, Santiago, pp. 403-410. <
https://eventos.cmm.uchile.cl/pme48/wp-content/uploads/sites/195/2025/07/preliminary_v2_pme48_proceedings_researchreports1.pdf>
APA
Huang, H.-M. E., Hoth, J., Chang, W.-S., Heinze, A.
, & Ruwisch, S. (2025).
Exploring teachers‘ pedagogical content knowledge for teaching length estimation. In C. Cornejo, P. Felmer, D. M. Gomez, P. Dartnell, P. Araya, A. Peri, & V. Randolph (Eds.),
Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J) (pp. 403-410). (PME proceedings). Universidad de Chile.
https://eventos.cmm.uchile.cl/pme48/wp-content/uploads/sites/195/2025/07/preliminary_v2_pme48_proceedings_researchreports1.pdfVancouver
Huang HME, Hoth J, Chang WS, Heinze A
, Ruwisch S.
Exploring teachers‘ pedagogical content knowledge for teaching length estimation. In Cornejo C, Felmer P, Gomez DM, Dartnell P, Araya P, Peri A, Randolph V, editors, Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J). Santiago: Universidad de Chile. 2025. p. 403-410. (PME proceedings).
Bibtex
@inbook{935b9bf5cc094fa689eb648d8103e823,
title = "Exploring teachers{\textquoteleft} pedagogical content knowledge for teaching length estimation",
abstract = "This study was a small scale cross-country comparison of elementary school teachers{\textquoteright}pedagogical content knowledge for teaching length estimation. A total of 35 in-serviceelementary school teachers (22 Taiwanese and 13 German teachers) participated inone-on-one semi-structured interviews. Results showed that the majority of teachers in both groups appreciated the value of the guess-and-check procedures for teachinglength estimation. There were differences in the two groups{\textquoteright} knowledge of the use ofestimation strategies for teaching students to make estimations. No differences existed in the two groups{\textquoteright} knowledge of students{\textquoteright} estimation skills. Suggestions for improving teacher{\textquoteright}s knowledge for teaching length estimation are suggested",
keywords = "Didactics of Mathematics",
author = "Huang, {Hsing-Mei Edith} and Jessica Hoth and Wan-Shin Chang and Aiso Heinze and Silke Ruwisch",
year = "2025",
language = "English",
series = "PME proceedings",
publisher = "Universidad de Chile",
pages = "403--410",
editor = "Claudia Cornejo and Patricio Felmer and Gomez, {David M.} and Pablo Dartnell and Paulina Araya and Armando Peri and Valeria Randolph",
booktitle = "Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education",
address = "Chile",
}
RIS
TY - CHAP
T1 - Exploring teachers‘ pedagogical content knowledge for teaching length estimation
AU - Huang, Hsing-Mei Edith
AU - Hoth, Jessica
AU - Chang, Wan-Shin
AU - Heinze, Aiso
AU - Ruwisch, Silke
PY - 2025
Y1 - 2025
N2 - This study was a small scale cross-country comparison of elementary school teachers’pedagogical content knowledge for teaching length estimation. A total of 35 in-serviceelementary school teachers (22 Taiwanese and 13 German teachers) participated inone-on-one semi-structured interviews. Results showed that the majority of teachers in both groups appreciated the value of the guess-and-check procedures for teachinglength estimation. There were differences in the two groups’ knowledge of the use ofestimation strategies for teaching students to make estimations. No differences existed in the two groups’ knowledge of students’ estimation skills. Suggestions for improving teacher’s knowledge for teaching length estimation are suggested
AB - This study was a small scale cross-country comparison of elementary school teachers’pedagogical content knowledge for teaching length estimation. A total of 35 in-serviceelementary school teachers (22 Taiwanese and 13 German teachers) participated inone-on-one semi-structured interviews. Results showed that the majority of teachers in both groups appreciated the value of the guess-and-check procedures for teachinglength estimation. There were differences in the two groups’ knowledge of the use ofestimation strategies for teaching students to make estimations. No differences existed in the two groups’ knowledge of students’ estimation skills. Suggestions for improving teacher’s knowledge for teaching length estimation are suggested
KW - Didactics of Mathematics
M3 - Article in conference proceedings
T3 - PME proceedings
SP - 403
EP - 410
BT - Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education
A2 - Cornejo, Claudia
A2 - Felmer, Patricio
A2 - Gomez, David M.
A2 - Dartnell, Pablo
A2 - Araya, Paulina
A2 - Peri, Armando
A2 - Randolph, Valeria
PB - Universidad de Chile
CY - Santiago
ER -
